INNOVATION & DESIGN THINKING TASK Task brief & rubrics Course code: BDI222 – INNOVATION & DESIGN THINKING Professor: Mercè Bonjorn Dalmau mer

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Task brief & rubrics


Professor: Mercè Bonjorn Dalmau



This written assignment consists in an individual Essay.

The essay is a deep explanation of “Design Thinking as
an approach, as a mindset, as a methodology/process
and as a toolbox”.

FORMAT This assignment must meet the following
formatting requirements:

• Wordcount: 1.000 words for the essay (10%
margin of the words 900-1100 words).

• Cover, Table of Contents, References and
Appendix are excluded of the total wordcount.

• Font: Arial 12 pts.

• Text alignment: Justified.

• Harvard Referencing System (if needed)

GOAL(S) The objective of this evaluation is to provoke students to
reflect on the differences, similarities and connections
between design thinking as an approach, mindset,
process-methodology, and toolbox.


Date: 6 March 2022

Time: 23.59

If you have any technical problem downloading it,
you should contact your Counselor.


• Be familiar with the significant differences between
Design Thinking as an approach, as a mindset, as a
methodology/process and as a toolbox.

• Understand what human-centered approach is and
how it relates to design thinking and its dimensions.


A written assignment uploaded in Moodle system

The name of the file must contain: <Name and
student Surname – Essay MidTerm Design Thinking>

WEIGHT This assignment has a weight of 30% towards the final grade.

EXPECTED CONTENTS The purpose of an essay is to encourage students to develop ideas and concepts in their writing with the direction of little more than their
own thoughts. Therefore, essays are (by nature) concise and require clarity in purpose and direction. This means that there is no room for
the student’s thoughts to wander or stray from his or her purpose; the writing must be deliberate and interesting.


Look for an attempt to engage the reader. The introduction is an excellent place to hook the reader so that he will want to k eep reading.
Students can accomplish this by including a question, vivid description, quote, or a discordant piece of information.
The introduction should provide an overview of the main subject of the essay. This overview should be brief, yet effective, s o that readers
will know what to expect as they continue reading.

• Introduce and presents the topic. Use a definition, or a question, or an example, or the current state of the situation.

• Provides background.

• Gives your essay statement.


You can structure it in as many parts as you want, and you can do it with subtitles to separate topics that you are going to explain.

A topic sentence provides the framework for the rest of the sentences in a paragraph. The most common place for a topic sentence is at
the beginning of a paragraph. Focus on the topic sentence and consider whether the rest of the paragraph focuses on this topic.

• Core arguments and analysis

• Presents evidence (e.g. quotes or paraphrasing others authors).

• One main point per paragraph.

• Each paragraph starts with a topic sentence. Separate paragraphs for each reason.

• All paragraphs relate to your essay.


Summarize the main ideas of the previous paragraphs.

• Ties together your main points.

• Shows why your argument matters.

• You can give your own opinion, or simply state that there are different points of view/good and bad sides to it .

Some transition
words for essays

Sequence: then, next, finally, first, second, third, last.

Cause and effect: for this reason, as a result, consequently, thus, therefore, hence.

Contrast or comparison: but, however, conversely, similarly, likewise, in the same way, also.

Example: for example, for instance, in fact, to illustrate.

Purpose: for this reason, to this end, for this purpose.

Time or place: before, after, immediately, in the meantime, below, above, to the south, nearby .

Others: On the one hand … on the other hand, one might argue that, some people think that, moreover, because, furthermore, in addit ion,
so, nowadays, the issue of… is a controversial one, many people say/think/believe that.

Conclusion: In conclusion, to sum up, as we can see, in my opinion.

Harvard Referencing

Reference structure

Harvard referencing style uses references in two places in a piece of writing: in the text and in a reference list at the end.
In general, each author name that appears in the text must also appear in the reference list, and every work in the reference list must also
be referred to in the main text.
All the details of the reference are important, even the full stops and commas.
In-text references in Harvard style should give the author’s family name and the year of the work’s publication.
If you quote or paraphrase, you should also give a page number.

Here is a generic example, as it would appear in a reference list, for a journal article with three authors:

Author,˰AA,˰Author,˰B˰&˰Author,˰C˰YEAR,˰’Article title in between single quotes, in lower case and with no full stop to end’,˰Journal Title
in Italics with Capitals,˰vol.˰##,˰no.˰#,˰pp.˰##-##.

Note: ˰ represents a space.

An in-text reference would look like this: It has been claimed that… (Author YEAR, p. #). It could also look like this: Author (YEAR, p.
#) claims that…

Remember that you need to include a page number if you quote or paraphrase. If you are referring only to one page, use the
abbreviation p. If you are referring to more than one page, use the abbreviation pp. For example, use (Jones 2010, p. 112) for
referring to one page and use (Jones 2010, pp.112-113) when referring to more than one page.

Webpage reference
It is best, wherever possible, to reference the specific page or section of a website that you are using, rather than the who le website.
If a website document doesn’t have an author (individual or corporate), start with the title of the document in italic s
followed by the date. If there is no date, use n.d.

Author’s family name, Initial(s) OR Authoring body year, Title of webpage (in italics), Title of website, viewed date, <URL>.

In the text: (World Health Organization 2014)

At the end of the report, book or document: World Health Organization 2014, WHO recommendations for routine immunization–
summary tables, World Health Organization, viewed 1 May 2014,

This is a video with the basics of Harvard Referencing


Essay assignment require more than just knowledge and understanding, it also requires students to demonstrate their analytical and

argumentation skills.

Exceptional 90-100

Good 80-89

Fair 70-79

Marginal fail 60-69

Argumentation and

Analytical Skills

Student applies fully relevant
argumentation from the
topics delivered in class.
Strong critical and creative
argumentation, and
substantiated vision (“totally
nailed it”).

Student applies mostly
relevant argumentation from
the topics delivered in class.
Substantiated argumentations
/ opinions / explanations /

Student applies some relevant
argumentation from the topics
delivered in class.
Misunderstanding may be evident.
Arguments / opinions /
explanations / conclusions that
make (common) sense, but are not

Student applies little relevant
argumentation from the topics
delivered in class.
Misunderstands are evident.
Unclear or absent why.

Knowledge &


Student demonstrates
excellent understanding of
key concepts and uses
vocabulary in an entirely
appropriate manner.

Student demonstrates good
understanding of the task and
mentions some relevant
concepts and demonstrates
use of the relevant vocabulary.

Student understands the task and
provides minimum concepts and/or
some use of vocabulary.

Student understands the task
and attempts to answer the
question but does not mention
key concepts or uses minimum
amount of relevant

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